In this lesson plan, students will take an in-depth look at the regions of the great state of Texas. They will be able to organize the information, create a foldable for each region and discuss the sub-regions of an area, including overall climate, major geographic features, major cities and industries, and the impact of the region to the rest of the state, the United States, and the world.
Created by Laurie Gallant, December 2007
The student uses geographic tools to collect, analyze, and interpret data. The student is expected to create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries.
TEKS §113.23. Geography, Grade 7. (b)(8)(A)
The student understands the location and characteristics of places and regions of Texas. The student is expected to:
- locate places and regions of importance in Texas during the 19th and 20th centuries;
- compare places and regions of Texas in terms of physical and human characteristics; and
- analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
TEKS §113.23. Geography, Grade 7. (b)(9)(A,B,C)
The student understands the effects of the interaction between humans and the environment in Texas during the 19th and 20th centuries. The student is expected to:
- identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications; and
- explain ways in which geographic factors have affected the political, economic, and social development of Texas.
TEKS §113.23. Geography, Grade 7. (b)(10)(A,B)
The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to:
- analyze the impact of national and international markets and events on the production of goods and services in Texas;
- analyze the impact of significant industries in Texas such as oil and gas, aerospace, and medical technology on local, national, and international markets.
TEKS §113.23. Economics, Grade 7. (b)(13)(A,C)
The student understands the concept of diversity within unity in Texas. The student is expected to identify examples of Spanish influence on place names such as Amarillo and Río Grande and on vocabulary in Texas, including words that originated from the Spanish cattle industry.
TEKS §113.23. Culture, Grade 7. (b)(19)(C)
The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
- compare types and uses of technology, past and present;
- analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
TEKS §113.23. Science, technology, and society, Grade 7. (b)(20)(A,E)
The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas.
TEKS §113.23. Social studies skills, Grade 7. (b)(21)(A)
The student communicates in written, oral, and visual forms. The student is expected to:
- use social studies terminology correctly;
- use standard grammar, spelling, sentence structure, and punctuation;
- transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
- create written, oral, and visual presentations of social studies information.
TEKS §113.23. Social studies skills, Grade 7. (b)(22)(A,B,C,D)
- Students will learn about the regions of Texas from a number of resources, including Chapter 2 of the textbook Glencoe Texans & Texas, (http://www.glencoe.com/sec/socialstudies/ushistory/tx2003/index.php4). Other sources that are available: Let’s Visit the Mountain & Basin Region, High Plains, North Central Plains, Coastal Plains, Young Texans and Their Land by Richard Sorenson.
- I usually have the students take notes over the information presented in the videos of Let’s Visit: ________ Region. This will usually be cities, economics of the region, climate, sub-regions, agriculture, etc. They will then begin to compile the information from the videos and text to complete the Region Chart.
Using the TIDES resources listed in the materials, explore the different ecosystems present in Texas. Have the students record information that pertains to each region on their charts. If a computer lab is available, have students record the sites that they visit in the Science Portal. Students will use this information to complete Part 3 of this activity.
Teacher will observe students locating information and writing their notes about the information that they obtained from the TIDES site and related links to ensure that they are able to navigate a website and database and organize their research properly.
